Classifications

• • G—PHYSICS
  • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
  • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
  • G09B15/00—Teaching music
  • G09B15/001—Boards or like means for providing an indication of chords
  • G09B15/002—Electrically operated systems
  • G09B15/003—Electrically operated systems with indication of the keys or strings to be played on instruments
• • G—PHYSICS
  • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
  • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
  • G09B5/00—Electrically-operated educational appliances
  • G09B5/06—Electrically-operated educational appliances with both visual and audible presentation of the material to be studied
• • G—PHYSICS
  • G06—COMPUTING; CALCULATING OR COUNTING
  • G06Q—INFORMATION AND COMMUNICATION TECHNOLOGY [ICT] SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES; SYSTEMS OR METHODS SPECIALLY ADAPTED FOR ADMINISTRATIVE, COMMERCIAL, FINANCIAL, MANAGERIAL OR SUPERVISORY PURPOSES, NOT OTHERWISE PROVIDED FOR
  • G06Q50/00—Systems or methods specially adapted for specific business sectors, e.g. utilities or tourism
  • G06Q50/10—Services
  • G06Q50/20—Education
• • G—PHYSICS
  • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
  • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
  • G09B15/00—Teaching music

Definitions

• This invention relates to a music education system and in particular to a system for teaching instrumental music but is not limited to such. Whilst the invention may be applied to music education in general, for convenience sake it shall be described herein in terms of piano teaching.
• an object of the present invention to overcome or substantially ameliorate the disadvantages of the prior art by providing an improved music education system which provides a virtual tutor which can guide and assist a student to learn a piece of music.
• One example of the invention generally provides a music education system which includes a learner terminal through which a student is capable of learning to play a musical instrument; the learner terminal includes at least one input device with which the student is capable of generating test data; a processor device which is capable of receiving the test data from the student; and at least one output device with which the processor device is capable of communicating with the student; the processor device automatically analysis the test data relative to at least a portion of a reference data accessible to the processor device; and wherein the analysis of the test data allows the processor device to select an appropriate response which is communicated to the student as output through the at least one output device to assist the student in learning how to play the musical instrument.
• the invention provides a music education system for aiding a student to learn how to play a musical instrument;
• the music education system includes a learner terminal having at least one input device and an instrument device both of which are operable by the student to input test data into the learner terminal; reference data; a processor device which receives the test data from the student and which automatically analyses the test data with the reference data to produce a result output; and at least one output device through which the response output is communicated to the student; the result output is selected by the processor device to aid the student learning how to play the musical instrument; and wherein the result output is communicated to the student through the at least one output device.
• the music education system assists the student in mastering the instrument device or music instrument by providing guidance through a series of response or result outputs. Learning a musical instrument is often a difficult task and might take some time and be quite laborious at times.
• the music education system is designed to make the learning experience as appealing and pleasurable as possible to the student thereby increasing the likelihood of the student continuing learning the particular musical instrument.
• the musical education system incorporates a story line with an associated credit system so that the student could be enticed to do his or her utmost to score as best as possible when using the system. In doing so the student will increase the credits awarded to the student when using the music education system which may increase the overall experience of the student using the music education system. This may assist the student in learning the musical instrument.
• the purpose of the learner terminal is to provide an interface for the student through which the student can receive guidance or instructions when learning to play the musical instrument of its choice.
• the learner terminal can be of any appropriate digital means such as a personal computer or the like.
• the music education system has a number of different steps which guides the user during the learning process. Consequently, during certain steps the student may be asked to input test data into the learner terminal, for example by choosing an option.
• the input device can therefore by any suitable instrument which will allow the user to make the selection and input the test data to the learner terminal.
• the input device may be a keyboard or an optical device such as a mouse or a touch screen.
• the instrument device or musical instrument may be used to input test data, for example a segment of a piece of music played on the instrument, into the learner terminal.
• the musical instrument is electrically connected to the learner terminal, for example via a universal serial bus connection or the like, so that a digital representation of the music played on the music instrument is electrically communicated as the test data to the learner terminal.
• sound waves produced by the musical instrument can be converted using a suitable device, for example a microphone, into a digital signal. This digital signal can then be electrically communicated to the learner terminal so that the converted signal is submitted as the test signal for analysis by the processor device.
• the processor device may use the reference data to determine whether the student, for example, answered correctly or played a particular segment of a piece of music correctly.
• the reference data is stored on the learner terminal for ready reference by the processor device.
• the reference data is stored on a removable medium such as an optical disc, removable hard drive or the like. These mediums are then made available for access by the processor device by typically inserting the optical disc into a cdrom of the learner station or by connecting, electrically or wirelessly, the removable hard drive to the learner terminal.
• the processor device may analyse and process the test data to determine whether the student may be struggling or finding certain aspects of the learning experience more difficult.
• this type of analysis is conducted in light of historical data, for example earlier student data or an assessment of what can be reasonably expected of a student having a certain skill set and musical experience.
• the response selected by the processor device to the analysis of the test data or the type of instructions given to the student may be altered.
• the processor device in situations in which the student, for example, has answered a particular question already three times incorrectly, the processor may then select to continue possibly in one of the following three ways.
• the asking of the question may be preceded by a short video of a quick review of the particular section to which the question relates and which the student has completed earlier.
• the question may be asked in a classroom environment in which the lecturer engages in a short discussion surrounding the question. By watching this exchange of questions (possibly asked by the lecturer and by the fellow students) and answers (again possibly given by the lecturer and by the fellow students) the student may leam the answer. This learning of the answer may be achieved in a number of different ways and could be achieved by way of deduction or by way of receiving the answer from the classroom discussion.
• Which path is adopted may depend on the student and other factors such as a reasonable anticipation of the student's performance.
• the learner terminal may communicate performance data collected of the student's performance using the music education system as an output to the remote terminal.
• a processor device or an administrator such as a teacher may then communicate back over the communication network updated or altered instructions as an input into the learner terminal.
• These updated or altered instructions are designed to further assist the student in learning how to play the musical instrument.
• the update or altered instructions may be such that the questions are made more easily, or defined or asked in a different way, or may contain additional information surrounding each instruction which would assist the student in submitting test data as in input into the learner terminal which is of a high enough standard for the student to have complied with the instruction.
• the updated or altered instructions may be communicated to the learner terminal on medium which does not make use of the communication network with which the performance data was communicated to the remote terminal. For example, an email or an optical disc containing these instructions may be sent to the student. Alternatively, instructions may be communicated over the telephone to the student such in which the student is advised to change some settings of the system which will allow the system to adopt and adapted approach when assisting the student learn how to play the musical instrument.
• the reference data may include instructions for the processor device to alter the instructions given to the student.
• the learner terminal may include, as an output device, a communication device with which the learner terminal can transmit to a remote terminal part or all of the analysis of the test data submitted by the student. The remote terminal can then input data, in any appropriate form, to the learner terminal.
• Any appropriate communication network can be used to support the communications between the learner terminal and the remote terminal.
• the communications network may be wireless.
• the communication is conducted using access to the communication network which is provided by the student.
• the learner terminal may be assigned its own access to the communication network so that the learner terminal can communicate to the remote terminal at predetermined times or after having received input from the remote terminal.
• the invention generally provides method for guiding a student to learn how to play a musical instrument on a digital device, the method including the steps of a. providing on the digital device at least one instruction relating to the musical instrument for the student; b. receiving test data from the student; c. processing with the digital device the test data received from the student; d. analyse the test data in relation to at least part of a reference data; e. selecting with the digital device a response output based on the analysis of the test data so that the student is assisted in learning how to play the musical instrument; and automatically providing an response output which is accessible to the student.
• the method may further include the steps during the analysis of the test data of e. assigning an accuracy value to the test data in relation to the counterpart portion in the reference data, and f. using the value to adjust the response output.
• a method for guiding a student to learn how to play a musical instrument the musical instrument is associated with a learner terminal which includes at least one input device and at least one output device, reference data; and a processor device; test data can be upon instruction by the processor device submitted to the learner terminal by the student with either the at least one input device or the musical instrument; the test data is automatically processed by the processor device by analysing the at least referencing the test data to the reference data so that a response can be determined by the processor device and communicated by the processor device to the student trough the at least one output device, the method including the steps of providing through the processor device on the at least one output device at least one instruction relating to the musical instrument for the student to perform; processing with the processor device the test data received from the student in answer to the instruction; selecting a response output based on the processing of the test data so that the student is assisted in learning how to play the musical instrument; and automatically communicating to the student the response output through the at least one output device.
• the at least one instruction may be associated with a storyline which indicates to the student the progress which the student may have in learning to play the musical instrument.
• the method includes a series of predefined instructions which are tied to various stages of the storyline. In this way the student is more likely to identify the objective of instructions so that the student can more readily understand the underlying purpose of completing the instruction.
• a scoring system may be incorporated into the method in addition to the storyline thereby to provide a grading or reward system which indicates to the student how well the student has completed each task. Additionally the scoring system could affect the options available to the student in the storyline which might entice the student to perform his best thereby to open those possibilities to the student in the storyline.
• the method may include a number of predefined lessons and each lesson may have one or a number of questions.
• the lessons are correlated with reaching certain stages, goals, destinations in the storyline so that as the student works through the lessons, the student progresses with the storyline. This correlation may provide to the student a reference network with which the student can readily appraise his or her progress through the storyline and what improvement has been made in his or her abilities or skills with the musical instrument.
• Each lesson is structured to assist the student to master a particular aspect of playing the musical instrument.
• This aspect may relate to any number of skills which may be required to play the musical instrument.
• these aspects include theory (notes, sheet music, etc), skills (dexterity when using the left hand, right hand, or both when playing the musical instrument), and practice in which the student has learnt how to play a particular piece of music on the musical instrument.
• the method may include, in each lesson, a revision step, a technique development step, a teaching and demonstrating step in which the processor device illustrates to the student certain aspects of playing the musical instrument, a piece learning step in which the student learns a particular piece of music covered in the lesson; and an audition step in which the piece of music is played in a number of different scenarios such in front of a classroom, the lectured, or a group.
• a music education system for use on a digital means which is capable of receiving an input from a student for analysis by the digital means to provide an output as a result of the analysis; the system provides a set of instructions to a student learning a musical instrument; and wherein upon receiving an input from the student the digital means automatically analysis the input thereby to provide further instructions to student as guidance in learning the musical instrument.
• the automatic review includes a comparison of the received musical input and digitally compares is to the expected musical input thereby providing an analysis based on any one or more of: a. accuracy of notes played; b. accuracy of timing of notes; c. accuracy of duration of notes; d. accuracy of timbre; e. depth of resonance; f. overall accuracy; or g. accuracy of specific portion of piece.
• the scoring system may assign a different weight to different components of the test data submitted as input by the student. For example, more weight, in the form of a percentage, can be given to the accuracy of the note, followed by an equal weight, as a percentage, to timing and duration.
• the weight placed on timing and duration may be altered, by way of requiring less accuracy, for different students. For example, a beginner's piece might have a fairly generous tolerance for timing, whereas a more advanced piece would have tighter/narrower tolerances for timing. In other words, tolerances applied during the analysis of the test data can be adapted to suite particular circumstances.
• the accuracy assessed can combine an assessment based within ranges together with an assessment determined by algorithm to provide a pseudo subjective assessment. For example, playing certain types of music often requires playing off the beat or with a lilt that is not mathematically correct but is artistically correct. However the review can be an objective assessment between the input from the student and a feedback from a recorded list of possible feedbacks. In this way an assessment is undertaken in comparison to a musical result and not merely a mathematical result.
• the music education system can have a scheduler for constant input monitoring and feedback from a computer run by a learning program.
• the learning program can be improved or modified by internet review to a remote administrator following the analysis and review of the player's progress or grading.
• the structure of the lesson can be defined and redefined according to feedback from the comparison of actual practise by the student.
• the structure of the lesson can be in accordance with: a) predefined teaching technique of a defined topic b) predefined teaching technique to remedy a detected flaw c) predefined teaching technique to improve development.
• the lesson structure can be a virtual lesson by use of a virtual instructor as a teacher or professor (or MusiahTM) that introduces, corrects and advises on the scheduling and comparison. Therefore, the scheduling can include a display of theory or instructions prior to input from student. In one example of the invention in every lesson, a standard three-step lesson is followed by controlling the instructions. The three steps can be:
• Group Piece (relating to a child's individual piece) or alternative 3 r activity
• a comparative storyline can be involved and displayed alongside the music instructions and review.
• the music instructions and review are intertwined by relevance to the virtual instructor as a teacher or professor (or MusiahTM). Therefore any particular level or lesson can include a particular chapter or section of the story.
• This provides the benefit of allowing an awareness of musical progress and aims at all times by use of the students' pre-existing skill in understanding the progress of a storyline. Further a virtual game approach may provide an improvement in achieving musical goals.
• the method of interpreting musical keyboard information from the input by the student may be by assessment of input of midi data by use of algorithms to provide an objective assessment.
• the invention includes an assessment system by subdividing criteria into smaller parts that are scored as correct/incorrect assessments to provide an overall assessment and location of assessment found learning troubles.
• the music education system there may be a means of combining input from the student with input from one or more virtual inputs in sequenced timing.
• the input can be by stored inputs of a piece or with input from internet download.
• this group playing can be enhanced by visually displaying and providing virtual group lessons by simulating with virtual characters other parts of the story or music.
• This can include providing a graduated learning program that includes a corresponding graduated virtual storyline game.
• the system offers students at home virtual group keyboard music lessons in the world's first virtual keyboard/piano lesson environment.
• the attention level offered is one-on-one and can be utilized at any time of the day, any day of the week.
• the learning takes place and/or the songs are played with virtual friends/fellow students on the computer screen.
• the music education system may provide an output from the automatic review of the received input in comparison to the provided set of instructions by providing one or more of the following:
• the system can provide a step review of a graduated learning program that reviews the assessed achievements and problems in a stage of the learning program and modifies the graduated learning program accordingly.
• This can include providing an online review and modification of the graduated learning program with the download of a modified program.
• the first step can be left hand, second step right hand and third step both hands.
• the step review can be simulated by a corresponding storyline that provides a stepped set of goals.
• the storyline can include simulated adventures related to achieving reviewed fulfilment of procedural learning steps.
• Review can include a collection of objective assessments being simulated by virtual treasures which are reviewed at review sessions by replaying for what treasures are earned and what treasures were not found.
• the simulated success to the final stages of the graduated learning program includes each stage providing partial information towards a final composition.
• the system can use modified music teaching strategies with a virtual teacher or professor with predefined and modifiable methods including: a) One-on-one attention b) Private and comfortable environment c) Accurate assessment of the child's level of playing d) Pinpointing exactly the students areas of concern e) Rewarding the child through appraisal and maintaining confidence and interest to continue playing. f) Revision of pieces and note reading g) Providing variety and continuous learning h) The child learns at their own comfortable pace.
• the review can include simulated communication with the instructor by communication from a virtual teacher or professor known as "Musiah FandangoTM".
• the virtual teacher or professor can provide output to the student including: providing explanations of concepts before level begins; a) providing positive comments whilst playing b) providing continual guidance by pointing to where the child is up to in the sheet music with a moving baton; c) providing details of simulated story and goals to be achieved; d) providing instructional comments and feedback on how to correct or improve performance.
• the system implements a teaching/practicing method. Instead of the traditional approach of learning each hand separately from start to finish in a given piece, and then leaving the student to "practice with two hands for next week", the system segments the music into bite-size chunks (usually one to two bars in length) and assists learning the Left Hand (LH) first, then the Right Hand (RH) and lastly Both Hands (BH) within that segment before permitting the student to move onto the next segment. This way the student quickly discovers their ability to play the piece with both hands straight away which builds their confidence.
• LH Left Hand
• RH Right Hand
• BH Both Hands
• one of the formulas of the MusiahTM teaching/practising method is: LH, RH, BH - one small segment at a time. Then repeat this process for each subsequent segment until the whole piece has been completed.
• a musical instrument is taken to include any means which could be used to produce music with and includes, without being limiting, musical instruments which produces music in a digital form or as sound waves, and the voice of a signer.
• answer is taken to mean any reply which a student submits as input to the learner terminal in response to an instruction given to the student by the processor device. Included into the understanding are answers, when the student is asked to select a correct option or asked to type in a correct answer, and segments of music played on the musical instrument.
• instruction is meant to include and oral, visual or other request or instruction which the processor communicates to the student on the at least one output device. Included into this understanding is a visual indication, for example, on a screen in which the student is asked (either only visually, orally, or a combination of both) to select a correct note. Also included is an instruction for the student to play a part of whole piece of music.
• Figure 1 is a schematic representation of a music education system according to the invention.
• Figure 2 is a flow chart of steps taken during a lesson which is conducted with the music education system.
• Figure 3 is a flow chart of an example of steps that could be taken during an analysis step taken by a processor device of the music education system.
• Figure 4 is a flow chart of steps taken during the operation of the music education system showing an example of a structure of learning a segment during a lesson.
• FIG. 1 of the accompanying representations illustrates a music education system 10 according to the invention.
• the system has a learner terminal 12 which contains one or more input devices 14 such a keyboard or a mouse, not shown, and a musical instrument 16 which a student wants to learn.
• the student terminal further has a processor device 20 which receives an input 22, either from one of the input devices or from the musical instrument, which is processed by the processor device.
• the student terminal also has one or more output devices 24, for example a speaker system or a visual display unit such as a screen, with which an output 26 generated by the processing device can be communicated to at least the student.
• the music system 10 is divided into a lesson structure which allows the user to gradually improve with each lesson completed his or her skills with the musical instrument 16.
• An example of such a lesson structure is shown in Figure 2 which shows possible steps which could be taken to make up the lesson.
• the lesson example shown in Figure 2 is started (28) by the student 18 whereafter the processor device 20 guides the student through various steps making up the lesson.
• the student is asked to complete some revision exercises (30) which have been devised to generally improve the student's skill with the musical instrument.
• these revision exercises will focus on activities such as symbol identification or matching and other suitable exercises which could improve the student's knowledge of the type of music played on the musical instrument.
• the revision (30) is followed by technique development (32) which is specifically directed to improving the student's technique when playing the musical instrument 16. Suitable exercises used in developing technique may include reading of sheet material, rhythm exercise, etc.
• the next step in the lesson is for the processor device 20 to demonstrate (34) some techniques and concepts which are related to the current piece of music being covered in the lesson. This step may be optional since the content covered herein could be covered in an earlier step of the lesson.
• the particular piece of music covered by the lesson is next taught (36) to the student 18.
• the piece of music covered in the lesson is divided into smaller sections or segments which should make it easier for the student to learn the particular piece of music.
• the piece of music is divided into individual notes, for example with complex notes or tones, chords, or bars. Additionally, each segment can be further divided to include only left hand notes, only right hand notes, or both.
• the student 18 is asked to perform (38) the piece of music and when the piece is performed to a high enough standard the student is given the option to end the lesson (40) or to repeat the same lesson.
• the student is asked to "audition" the piece of music covered by the particular lesson.
• This task i.e. auditioning, has been chosen to Fit into the storyline which is being used to teach the student 18 the musical instrument 16.
• the music education system 10 has been devised, at least to some extent, to guide the learning process of the student 18 with the musical instrument 16.
• the processor device 20 is programmed with a set of rules and instructions which provides instructions to the student when learning the musical instrument.
• FIG 3 is illustrated in the context of the piece learning step (36) shown in Figure 2 but it is to be understood that the application of the logic applied in this step is used in the other steps as well (i.e. revision, technique development, teaching/demonstration an audition).
• the logic is generally referred to as a process step (40) which is meant to include, in the context of the example, the processor device 20 instructing or asking a question to the student using the at least one output device 24, receiving the answer from the student, processing the answer through analysis or comparison of the answer to a model answer, and based on the result of the process, selecting an appropriate output in which the student which assists the student in advancing his education of the musical instrument.
• the steps shown in Figure 3 include the process step (40).
• the student 18 commences the piece learning step (42) whereafter the processor device 20 instructs the student to play a segment of the piece of music being covered in the particular lesson (28).
• the student then inputs (component 22 in Figure 1) as test data 46 his response into the learner terminal 12 for assessment or analysis (48) by the processor device 20.
• the processor draws reference data 50 particular to the lesson and segment and conducts a series of analytical questions during the processing of the test data in light of the reference data.
• An event is a set of notes played at a single point in time — a single note or a chord
• the Selected Technique video is a standard video in the program that is linked to the segment because of the technique usage.
• (4) 3.2 will also include audio indicating where the problem lies (notes, timing or duration) and show specific hand only if notes and both hands if timing or duration. Manuscript will highlight incorrect notes as red (leaving correct notes black). Skip/Replay button provided.
• An appropriate output 26 as an answer or response 52 is selected during the analysis of the test data which is then communicated to the student 18 through the output device 24.
• the student receives the next instruction (see step 44) until the learning step is completed (56).
• test data 46 compared against the reference data 50 and is scored for note, timing and duration accuracy using the scoring system.
• the predetermined percentage which the student should achieve to pass is 80% although this value could be adapted to allow for a number of different factors such as difficulty of the piece, age and demographic of the student.
• the student may also be awarded a number of stars depending on how well the student has scored. For example, the student may be awarded 1 star if he or she scored between 85% and 89%, two stars is the student scored between 90% and 94%, and three stars if the student scored between 95% and 100%.
• different weights are given to the importance of each piece. For example a beginner's piece might be Notes 50%, Timing 50% and Duration 0%. By contrast a more advanced piece might be Notes 40%, Timing 40% and Duration 20%.
• An example of possible note comparison follows.
• each note contained in the test data will be compared in against each of the notes contained in the 'correct answer' reference data.
• the two notes that match the closest are linked together and given a score.
• the scoring algorithm is as follows:
• Points are added for note accuracy (playing a C4 when a C4 was required for example). By default this is worth 60/100 points for the note, and can be adjusted. The greater the difference between the two notes being compared will result in loss of a certain number of points, defaulting to 20 points. For example if the note is C4, then a C4 is awarded 60 points, a B3 (one semitone below) or a C#4 (one semitone above) is awarded 40 points, an A#3 (two semitones below) or a D4 (two semitones above) is awarded 20 points and any other note is awarded 0.
• Points are then added for timing (playing a note at the correct time). By default this is worth 20/100 points, and can be adjusted. For every 0.1 second that the note timing is off, the student 18 loses a default of 3 points. For example a note that is 0.2 seconds adrift is awarded 14 points.
• Points are then added for note duration (how long the note is held). By default this is worth 20/100 points, and can be adjusted. For every 0.1 seconds that the note is long or short, the student loses a default of 3 points. For example if a note that should be held for 0.8 seconds is held for 0.9 seconds, it is awarded 17 points.
• Extra handling is included in order to prevent two notes from being linked to a single reference note (in order to catch mistakes where the student has hit a note twice in rapid succession). Occasionally it will be the case that a better match for an already linked note is found; this is possible, for example, if the student has played the correct note but played it twice, once slightly early and once slightly late. When this happens the old link between notes will be removed, a new link added as appropriate, and the old student message will be added to a list to be re-evaluated and linked again if possible.
• the learner terminal 12 has an output device 24 which allows the learner terminal to communicate over a network, such as a wire or wireless network, with a remote terminal 60.
• Information as output which can be sent to the remote terminal as output 26 is progress data of the student's performance thus far using the music education system.
• This progress data can be used by a processor device of the remote terminal or an invigilator or musical teacher to alter the instructions and other content used to instruct the student 18 with.
• Input 22 is then communicated to the learner terminal so that the questions asked or instructions given to the student is adapted or changed.
• the input is typically communicated to the learner terminal using the same communications network as was used to send the progress data as output to the remote terminal.
• the music education system 10 may include a step, or final steps at predefined stages at which the student 18 may be asked to perform a piece of music which was covered in a lesson, or series of lessons forming part of the musical education system. These performances can be recorded and submitted as output to the remote terminal for review. The approval will be made by the site administrators who will make their judgement within a week. If the student passes they might be accredited in any appropriate way, for example gaining the rank of Musiah, and receive a certificate by email. I f they fail, they will receive feedback on their composition and be asked to try again.
• a system to offer students at home virtual group keyboard music lessons in the world's first virtual keyboard/piano lesson environment The attention level offered is one-on-one just like having your own teacher on call 24 hours a day 7 days a week but the learning takes place and/or the songs are played with virtual friends/fellow students on the computer screen.
• the system of the invention is a true virtual piano/keyboard teacher product/ service/ application.
• the system's virtual lessons provide true interactivity and not just the ability to press the pause button during a video lesson. Students will have a musical midi format keyboard connected to their computer and our virtual keyboard teacher of the system of the invention monitors every note played by the student and gives them continuous feedback and guidance on how they're going and what they need to do to improve - just like a real piano/keyboard teacher.
• the system of the invention is a real lesson course with a real school of music. While lessons run mostly on the student's computer, to access the lessons the student is required to log on periodically via the internet. This enables the system to track each student's progress using an online database and tailor lesson content as required. With any other video piano/keyboard lesson course/software package, once the product is sold there is no active monitoring/ongoing adaptation of material to meet students' needs. With this system, if students are experiencing difficulty at a particular point in the course, this is picked up and addressed by modifying the lesson content. All changes/updates to the lesson content are downloaded to the students' computer each time they log on.
• the system of the invention's virtual keyboard lessons have a unique subplot/storyline that runs between the lessons thereby creating a highly original game- like environment to engage children in a sustained, absorbing and uniquely creative way.
• the system also provides unique teaching strategies.
• the child is constantly revising and learning to note read, play individual pieces accurately and is able to play in ensembles to learn to stay in time and synchronized with other members but also as a form of encouragement.
• the assessment allows an accurate description of the child's progress, in particular the ability to pinpoint the inaccuracies of the child's playing.
• the MusialiTM Method is a unique form of teaching. Traditionally, the child spends one lesson learning to practice the whole piece of music in separate hands. They must then independently attempt to learn playing with both hands for the lesson the following week.
• the unique method utilized by the program is to segment the music from 1 to 2 bars in length. The child learns the right hand and left hand notation first followed by both hands within the segment before permitting the student to move onto the next segment. This allows the student to effectively learn to play with both hands whilst building their confidence and encouraging them to continue with the next segment. This method is repeated for each subsequent segment until the whole piece has been completed.
• the invention illustrates several techniques that aid a child in learning how to begin playing an instrument with both hands.
• the invention teaches students to read the sheet music as "both,” “left” and “right” to indicate whether they are to play with the left hand, right hand or both hands. If they answer correctly then the next note is revealed to the student whom must again answer "left,” “right” or “both.”
• the virtual keyboard teacher or professor is Musiah FandangoTM who is Planet Zircon's foremost living composer. He and his son 'Scratch Fandango' are on an adventure to find "The Lost Song" which was written by a mysterious unidentified composer, said to be the greatest composer the universe has ever known.
• Whoever discovers the Lost Song will be invited to perform the Lost Song in a prestigious Inter-Galactic concert and if they complete this challenge successfully, they will be awarded Planet Zircon's highest honor - the rank/title of "MusiahTM" - the term denotes the highest level of professorship/musical skill and knowledge combined with great wisdom and spiritual awareness and is sometimes accompanied by special powers.
• a system of the invention is the musical equivalent of a romance.
• the System of the Invention and Scratch communicate with the student by "live transmission" from their spaceship hovering somewhere over earth as they cannot survive in the Earth's atmosphere, which is why they need the help of someone from earth. Additionally, to find the Lost Song, the earth student must use a device called a transponder to detect clues to the location of the Lost Song, but the transponder will only work in the hands of someone musical, which is why the earth student must learn to play the keyboard/piano.
• the system of the invention and other animated characters on the screen simulate a group keyboard music lesson environment.
• the system of the invention's questions are directed at the virtual students in the group so the 'earth" student can hear how the other students answer.
• the student is required to click from a range of possible answers on the screen or to play something on their midi keyboard which is connected to the USB socket on their computer. Everything they play on their midi keyboard is recorded as midi data and assessed using various algorithms.
• the animated characters then provide feedback/guidance in a very natural human-like way. Put simply, every possible response/non-response from the student has been anticipated in minute detail and for every response from the student;
• the System of the Invention is programmed to respond in turn.
• a Task is where the student is required to do something that under normal circumstances can only be done correctly or incorrectly.
• a Game is a series of tasks for which the student receives a score of 10 points for each correctly completed task or loses 10 points for each incorrectly completed task. To complete the game, the student must attain a score of 100 points.
• ⁇ A Piece is where the student is required to play all or part of a piece during which the application will assess continuously providing a score out of 100 afterwai'ds. (Continuous assessment is not required during a task because a task can only be done correctly/incorrectly).
• each bar is given a score out of 100 (The weighting of the score can vary from piece to piece, but as an example may be 40% for accuracy of notes, 40% for timing and 20% for duration of notes).
• the score that the student receives at the end of the piece is the average of the scores from all the bars. However, regardless of the overall score, the student will only be permitted to move on to the next task/piece if they can play the piece all the way through and every bar has a score of 80% or more. Using this approach (if a piece requires more work),
• the system of the invention can ask the student to work on the specific bars that most need attention rather than vaguely asking the student to practice the piece again with no specific direction/guidance.
• the virtual teacher would open up a piece of music from the textbook (the next page after the student's most recently completed piece) and begin with revision.
• Revision would usually consist of a Note Reading Game where the system of the invention points to/highlights a series of notes on the sheet music and asking the student to identify them by clicking matching notes on a chart or choosing from a range of possible answers with a mouse click.
• the game may involve giving the student a score.
• the system's response would be randomly chosen from a series of possible responses such as "ah ah, not quite, no...
• the system of the invention's response would be also randomly chosen from a series of possible responses such as, "yes, well done, very good, that's right, etc.” In this way, the system of the invention's response will seem as life-like and as personalised as possible.
• the system of the invention explains any new concepts/challenges/points out anything unusual on the page and outlines the first few steps the student must complete in order to begin learning the piece. Typically, the explanation would be something like, "OK, the one new thing on this piece is the note B... can you play me this note on the keyboard?" If the student plays it correctly, the system of the invention says “very good, etc” if the kid plays it incorrectly, a keyboard would appeal” on the screen and the system of the invention would say, "what you played is this (pointing to/highlighting the incorrect key), the correct key is this (pointing to/highlighting the correct key).
• the system of the invention says, “OK, first we're going to learn the left hand notes just in these two bars (highlighting the required notes)”.
• the System of the Invention will ask them to play through the whole piece without stopping. If the piece contains more than one part and if the student is sufficiently accomplished on his/her part, the system of the invention might ask Scratch and/or some of the other virtual students to play part the other parts while the student plays Part i.
• a score of 0 is displayed. The student must identify 10 items in a row correctly to get a score of 100 (10 points per item) before the game is finished.
• Game (as before, a score of 0 displays...each correct response gets 10 points, each incorrect responses decreases the score by 10 points but never below O...a score of 100 completes the game)
• the system of the invention So let's play a quick game of the system of the invention says... you too Scratch (screen view changes to show side view of scratch)...
• the system of the invention says, hands on laps.
• the system of the invention says... put BH in C position...Go. OK, Scratch has got it.
• XXX to show me if you've got it, the system of the invention says, play C with (BH)
• the system of the invention therefore provides a virtual group keyboard lessons, virtual group piano lessons, virtual keyboard lessons, virtual piano lessons, online piano lessons, online keyboard lessons, internet keyboard lessons, internet piano lessons, virtual piano teacher, virtual piano school, virtual keyboard teacher, virtual keyboard school.
• the areas of inaccuracy and/or difficulties that the invention overcomes include: • Limited or no interactivity on current products, e.g. video lessons.

Applications Claiming Priority (2)

Publications (1)

Family

ID=42355436

Family Applications (1)

Country Status (8)

Families Citing this family (52)

Family Cites Families (4)

• 2010
  • 2010-01-21 JP JP2011545598A patent/JP2012515932A/ja not_active Withdrawn
  • 2010-01-21 WO PCT/AU2010/000057 patent/WO2010083563A1/en active Application Filing
  • 2010-01-21 AU AU2010206494A patent/AU2010206494A1/en not_active Abandoned
  • 2010-01-21 CN CN2010800054251A patent/CN102317991A/zh active Pending
  • 2010-01-21 CA CA2751382A patent/CA2751382A1/en not_active Abandoned
  • 2010-01-21 KR KR1020117017112A patent/KR20110127644A/ko not_active Application Discontinuation
  • 2010-01-21 US US13/145,598 patent/US20110283866A1/en not_active Abandoned
  • 2010-01-21 EP EP10733145A patent/EP2380156A1/en not_active Withdrawn

Non-Patent Citations (1)

Also Published As

Similar Documents

Legal Events